UFLI

- 3-5 word sentence-like phrases.
- Use the following story structure (1. Introduce the character. 2. Provide a bit of detail. 3. Character performs an action. 4. Provide a bit of detail. 5. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.
- Do not end the story with "the end"

Lesson 45 (sh /sh/)

- 3-5 word sentence-like phrases.
- Use the following story structure (1. Introduce the character. 2. Provide a bit of detail. 3. Character performs an action. 4. Provide a bit of detail. 5. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.
- Do not end the story with "the end".

Unit 2, Week 1 (ff, ll, ss)

Fundations (2nd)

- Use the following story structure (1. Introduce the character. 2-3. Provide a bit of detail. 4. Character performs an action. 5-6. Provide a bit of detail. 7. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Use dialogue when possible
- The story should have an interesting plot with a sequence of clearly connected events (do not end the story with "the end")

Unit 1, Lessons 23 (ck, bb, dd, ff, gg, ll, mm, ss)

CKLA (1st)

Unit 8, Week 2 (digraph blends)

Fundations (1st)

- Use the following story structure (1. Introduce the character. 2-3. Provide a bit of detail. 4. Character performs an action. 5-6. Provide a bit of detail. 7. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- The story should have an interesting plot with a sequence of clearly connected events (do not end the story with "the end")

Review and Transfer Day 8 (plurals, doubles, -ed)

Reading Horizons (1st)

Reading Partners

Unit 9, Lessons 1-23 (tricky words and review)

CKLA (K)

Lesson 113 (phonetic skills 1-3)

Reading Horizons (K)

Orientation

Fundations (3rd)

Unit 1, Week 2 (closed & open syllables, initial 3-letter blends)

Benchmark (2nd)

Meg the dog sat on the hill.  She had a shell.  Meg saw a ship.  The ship had a fresh shell!  Meg wants that shell!  The ship went to the shop.  Meg can go to the shop!  Meg will get a shell from the shop!  Meg is so glad!  Meg can go shop! 


""The ship must have a shell!" Meg thought."